Surviving If Not Thriving: Exploring Teacher Resilience and Anxiety While Teaching During the Pandemic

• In Event: AERA Roundtable Session 6
  In Roundtable Session: Teacher Well-Being During the COVID-19 Pandemic

Abstract

As teachers transitioned to online education during the pandemic, teacher attrition rose. This can be attributed to increased stressors such as heavier workloads and decreased support. This qualitative research study utilized the Jobs-Resources Model to examine how teachers perceived the demands of the work environment during the pandemic as well as how they described the supports available to them as they navigated the changes. The findings indicate that negative stress teachers experienced was related to isolation and decreased agency. Teachers also described a lack of clear communication with administrators as leading to negative emotions and decreased agency. The findings suggest it is necessary to provide proper resources, especially communication, to support and retain teachers in times of increased stress.

Authors

• David Mattson, Drexel University

• Brian McCommons, Drexel University

• Yiyun Fan, Drexel University

• Katie Mathew, Drexel University

• Kathlyn Elliott, Drexel University

• Kristy Kelly, Drexel University